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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2021.9
- 수록면
- 279 - 318 (40page)
- DOI
- 10.18853/jjell.2021.63.3.013
이용수
초록· 키워드
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This study aims to investigate Korean-speaking elementary school teachers’ perceptions of teaching English pronunciation mainly from an EIL perspective. For this, a semi-structured questionnaire consisting of 11 items was conducted to 55 in-service Korean-speaking elementary school teachers. The results of this study were as follows: 1) The majority of the teachers tended to recognize the importance of pronunciation for communication while they lacked confidence in their pronunciation. 2) The majority of the teachers appeared to spend time on teaching English pronunciation, placing more focus on suprasegmentals than segmentals. 3) In the questions that could tap into the teachers’ perceptions of teaching English pronunciation from an EIL perspective, the majority of the teachers seemed to agree on the significance of intelligible, rather than native-like, pronunciation; Approximately half or more than half of the teachers tended to prefer native English speakers and accents to nonnative ones as instructional models, be hesitant to expose their students to a variety of English accents, and perceive native English accents as superior to nonnative ones in linguistic value and importance; Two-thirds of the teachers regarded both native and nonnative speakers as the owners of English.
Based on these findings, suggestions were made for teacher education and materials development concerning English pronunciation.
목차
등록된 정보가 없습니다.
참고문헌 (55)
참고문헌 신청
Anderson-Hsich, J. / 1992 / The relationship between native speaker judgments of nonnative pronunciation and deviance in segmentals, prosody, and syllable structure / Language Learning 30:433~447
Baker, A. / 2011 / Discourse prosody and teachers’ stated beliefs and practices / TESOL Journal 2:263~292
Baker, A. / 2014 / Exploring teachers’ knowledge of second language pronunciation techniques : Teacher cognitions, observed classroom practices, and student perceptions / TESOL Quarterly 48(1):136~163
Burgess, J. / 2000 / Phonology and pronunciation in integrated language teaching and teacher education / System 28:191~215
Burns, A. / 2006 / Integrating research and professional development on pronunciation teaching in a national adult ESL program / TESL Reporter 39:34~41
Baker, A. / 2011 / Discourse prosody and teachers’ stated beliefs and practices / TESOL Journal 2:263~292
Baker, A. / 2014 / Exploring teachers’ knowledge of second language pronunciation techniques : Teacher cognitions, observed classroom practices, and student perceptions / TESOL Quarterly 48(1):136~163
Burgess, J. / 2000 / Phonology and pronunciation in integrated language teaching and teacher education / System 28:191~215
Burns, A. / 2006 / Integrating research and professional development on pronunciation teaching in a national adult ESL program / TESL Reporter 39:34~41
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